Make a T-Chart.
Write the words because and so above the T-Chart in the center and put arrows for the according direction.

Then the students read the statements inserting the so and because. For example: Cause is "it rained" effect is "I brought an umbrella." I would write this in the -Chart and have the students read it "It rained SO I brought an umbrella." and then "I brought an umbrella BECAUSE it rained." They loved accentuating the because and so as they say it.

Cut idea bb0211! I'm also teaching cause/effect this week! It is a hard skill, so just stay with it! I make sure to give causes and have them tell me the effects, but then I also gice effects and they tell me the causes. Practice, practice, practice.

i have them think of it as "if" "then" statements. "if" this happens "then" this is going to happen. mine got it with this. if you read "the day jimmy's boa ate the wash" it has a lot of cause and effect in it. i have a link in my ikeepbookmarks page from the readwritethink website that has a week's worth of lessons using all the jimmy's boa books. it was great!

Make a T-Chart.
Write the words because and so above the T-Chart in the center and put arrows for the according direction.

Then the students read the statements inserting the so and because. For example: Cause is "it rained" effect is "I brought an umbrella." I would write this in the -Chart and have the students read it "It rained SO I brought an umbrella." and then "I brought an umbrella BECAUSE it rained." They loved accentuating the because and so as they say it.

Example:

S0 >
< Because
Cause Effect

I always use this! It works really well with the kids, especially if you start off with a simple picture book until they get used to it.

Demonstrate cause and effect actively - push down the first domino in a row, build a too-high tower and watch it fall, pour too much water in a cup. Then, suggest some other causes and have kids predict the effects. What would you expect would happen if I hop with a book on my head? Write my name with my eyes closed? Make it fun and silly, then move into more serious scenarios.

I let go of the pencil, and then... it dropped. I demonstrate this type of thing, and then I pass out a graphic organizer with causes on the left and arrows pointing to effects on the right. I write some causes in, and I have the kids fill out the effect. They can write any effect as long as it could happen after the cause on the left. Then we do a round robin sharing of what everyone wrote after each cause. They had fun with this!